Cognitive learning theories allows a student to make a connection with what he or she is reading with a visual artifact. Wheather the artifact is a painting, an image, or a video the students have the ability to make a connection with an image and the text. Cognitive learing theories could allow a student to process and retain information for a longer period of time. In the video clip “Spotlight on Technology: Virtual Field Trips” Dr. Orey discusses how using virtual field trips in the classroom can create an enriched environment for students.
Using the technology of virtual field trips correlates with cognitive learning theories because it allows the students to put visualizations to text. This can help a student retain information and make it eaiser for a student to recall on such information at a later time. Giving a student the opportunity to make connections with what he or she is learning, such as virtual field trips, makes processing and recalling information easier for the student.
Does anyone have insight on cognitive learning theories? Do you use this method in your classroom and if so; how?
References:
Laureate, Education, Inc. (Producer). (2009). Spotlight on Technology: Virtual Field Trips [DVD]. Baltimore, MD: Author
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I agree that audios and visuals tap into senses needed for students to not only learn subject matter for an exam, but for long-term comprehension.
ReplyDeleteI use computerized cognitive tools (Excel, PowerPoint, MovieMaker, and Internet web sites) as well as paper and pencil Venn diagrams, concept maps, and other graphic organizers. I teach in a computer lab, so computerized tools are the preferred and most often used method.
I have never used virtual field trips in my classroom. I think it is because I teach mostly Accounting, Finance, and Entrepreneurial classes. After reviewing most of the virtual field trip web sites in the tech resources, I found that most of the topics relate to science, social studies, art, music, etc -- not really my content area. I did see that tramline.com offers a business-related virtual field trip. I will explore this trip to see if it is something I coul incorporate into my classroom. I think the idea of virtual field trips is awesome and hope to find some I can use.
Julie,
ReplyDeleteI am in the same boat as you. All my students have their own computers when they come into my class so a lot of the stuff the students complete are done through the use of a computer.
I have never thought of taking my class on a virtual field trip. I think this would be a great way of allowing the students to experience some great places without leaving the classroom. This would cut down on cost for the school as well with not paying a sub for the day and not paying for gas to get the class to where ever it is they aqre going.
Living in a rural community without being in close proximity to many resources, I can see how virtual fieldtrips could be a great tool to use in my classroom. I do not have much experience with them yet, but I have heard that some virtual fieldtrips offer an onsite specialist in which the class can dialogue with a real person while making their virtual visit. I think this component would be great as it would give the students a chance to ask questions to an on-site specialist and receive additional feedback beyond what the teacher knows. In addition, I was thinking that it would be really neat to have examples of real artifacts (when possible) for the students to manipulate in the classroom while they are seeing them in the virtual fieldtrip. This would incorporate more senses and it would provide more connections to the subject area for the students, thus increasing their future ability to recall the learned information. Concept maps could also be used during the fieldtrip to help students organize what they are learning and keep them focused on the purpose of the lesson.
ReplyDeleteMichael,
ReplyDeleteAlthough I never really thought about it, I used this aspect of cognitive learning theory throughout my entire student teaching. I constantly gave students images to go along with their information and found that not only did this help students retain information, it was also enjoyable for the students and peeked their interest in the subjects and their curiosity in the material. This was especially true with World War I and World War II when I could show them pictures from these events to really gain their attention and interest in the topic.